Examining Gender Responsiveness in Ethiopian Educational Materials: Implications for Sustainable Development Goals

ABSTRACT Grounded in feminist theory, this qualitative content analysis examines gender responsiveness in Ethiopian educational materials focusing on an English textbook. Employing an adapted nine‐stage content analysis model, the study systematically explores two interconnected categories: the nature of narratives and the sensitivity of illustrations. Findings revealed substantial gender bias in the textbook, characterized by a pronounced preference for male representation across all evaluation criteria. Most narratives and illustrations predominantly featured male characters and achievements, while female figures were largely underrepresented and often portrayed in less active or stereotypical roles, thereby reinforcing unequal power dynamics. Overall, the analysis indicated that critical gender issues were insufficiently addressed. These findings have significant implications for achieving Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality), by highlighting how biased educational materials can perpetuate stereotypes, limit aspirations, and hinder equitable learning outcomes. The study concludes by discussing the implications for future research and educational policies aimed at fostering truly gender‐sensitive curricula.